最新苏教译林版英语三年级上册全册教案第一学期全套教学设计

Unit 1 Hello

第1教时

教学内容：

Unit1 Hello, the 1nd period(Cartoon time & Letter time)

教学目标：

1.By the end of this lesson, students will be able to greet people using‘Hi/Hello!’‘Good morning.’and ‘Good afternoon.’

2.Student will be familiar with the main characters: Miss Li、Su Hai、Yang Ling、Mike、Wang Bing and Liu Tao.

3.Students will be able to greet people according to different contexts.

教学重点、难点：

1. To greet people using ‘Hi/Hello’‘ Good morning.’and ‘Good afternoon.’

2. To greet people under real circumstances.

教学方法：

Multi-media and cards

Step1．Preparation

1. T唱英文歌曲‘Good moring’,和学生们谈论新学期和新朋友。

2. T自我介绍‘Hello,my dear students.I’m Miss Huang.’用这个相同的句型让学生介绍自己。

Step 2. Presentation

1． T出示课文图片，并让学生们观看光盘。

2． T和学生们谈论图片

图片1、2，问：

T: Look,who are they?Where are they?What are they doing?When do they meet?How do you greet people in the morning?

图片3，问：

T: Where are they？Who are they? How do they greet each other?What can you see?

图片4，问：

T: Who are they?Where are they？ How does Miss Li greet her students?What does the word ‘class’mean?you see? How do you greet people in the afternoon?

3. 谈论打招呼和学生们说：‘Good evening’

4. Listen and repeat:Ss listen to the tape of story time and read after the tape.

5.T 总结不同的场合使用不同的打招呼的办法

　in the morning:Good morning.(-12:00)

in the afternoon:Good afternoon.(12:00-18:00)

in the evening:Good evening.(18:00-)

5. 带领学生在图片的帮助下说说故事的意思

This is a new term.Mike meets Miss Li at school.Mike says‘Good morning.’to Miss Li.Mike and his classmates say ‘Hello!’ to each other.They are very happy.IN the afternoon,the students are having an English lesson. Miss Li and the students say‘Good afternoon.！’to each other .

Step 3. Practice \Production

1. 做游戏：和学生们用不同的打招呼方法做游戏。

2. Look and say:老师用PPT带领孩子们说出角色的名字：Miss Li、Su Hai、Yang Ling、Mike、Wang Bing and Liu Tao.

3. Look and say:T shows different clocks and asks students how to greet people at the time.

Step 4. Progress

T: read and say P6-7 then sing a song P10.

Blackboard design:

Unit 1 Hello

Good morning.

Good afternoon.

第2教时

教学内容：

Unit1 Hello, the 2nd period(Cartoon time & Letter time)

教学目标：

1.By the end of this lesson, students will be able to greet people using‘Hi/Hello!’‘Good morning.’and ‘Good afternoon.’according to different contexts.

2.Student will able to introduce himself/herself using‘Hi,I’m...’ 3.Students will be able to read and write the letters A,B,C and D.

教学重点、难点：

1.To greet people using ‘Hi/Hello’‘ Good morning.’and ‘Good afternoon.’and introduce himself using ‘Hi, I’m...’

教学方法：

Multi-media and cards

教学过程：

Step 1．Preparation

1.T sings the song‘Good morning.’with students and asks students to introduce themselves using the same pattern.

2.Look and say: ①T shows different clocks and asks students how to greet people at the time.②T shows the pictures of cartoon time and asks students to fill the blanks(underlined part)below:

This is a new term. Mike meets Miss Li at school. Mike says ‘Goodmorning!’to Miss Li. Mike and his classmates say ‘Hello!’to each other. They are very happy. In the afternoon, the students are having an English lesson.Miss Li and the students say ‘Good afternoon!’to each other.

Step 2. Presentation

3.T talks about some frinds with students(Wang Bing,etc.)and introduce two cartoon frinds: A cat and mouse.

Step 3. Practice & Production

4.T shows the images of the cat and the mouse and teaches the word: mouse.

5.T asks students to describe the cat and the mouse and the mouse. They will be guided to say: The mouse is nice. The cat is fat. They are very cute.

6.T asks students to watch a cartoon and answer the questions.

①What’s the cat’s name? ②What’s the mouse’s name? [Act Hi,I’m Sam. Hi,I’m Bobby]

7.T discusses the cartoon with students and guides students to ask questions,e.g: ①Who are they? ②What are they doing? ③How do the mouse greet the cat?

8.Students listen to the tape and try to act this part to say the pattern:‘Hi, I’m...’

Step 5. Progress

9.T tell students: Bobby and Sam are very happy. They are going to have a competition: Read and write the letters: A,B,C and D. T then divides the students into two groups. One refers to the cat, and one refers to the mouse. Then T reads and the letters.

10.Students read and write the letters: A,B,C and D. The two groups compete with each other: Who reads better? Who writers better?

11.Students PK, the come to the front to act the cartoon time.

12.T concludes the class and guides students to know: It’s polite to greet people using proper language.

13.T assigns homework: Read and say(P6-P10).

板书设计：

Unit 1 Hello

Good morning

Good afternoon

Hi,I’m...

第3教时

教学内容：

Unit1 Hello, the 2nd period(Cartoon time & Letter time)

教学目标：

1.By the end of this lesson, students will be able to greet people using‘Hi/Hello!’‘Good morning.’and ‘Good afternoon.’according to different contexts.

2.Student will able to introduce himself/herself using‘Hi,I’m...’ 3.Students will be able to read and write the letters A,B,C and D.

4.Students will be able to coclude this unit, and give self-assessments, using‘I can say…’,‘I can say and write…’

教学重点、难点：

1.To greet people using ‘Hi/Hello’‘Good morning.’and ‘Good afternoon.’and introduce himself using ‘Hi, I’m...’

教学方法：

Multi-media and cards

教学过程：

Step1.Preparation

1.T Sing the song ‘Good morning’ with students，then show different pictures and asks how to greet people at the picture.

2.T shows the pictures of cartoon time and asks students to fill the blanks(underlined part)below:

Bobby is a little mouse.His friends say’Good morning!’to him.Sam is a cat. His friends say ‘Good morning’to him,too.Bobby introduces(介绍) himself(他自己) to Sam.They know each other .But Bobby’s friends are very afraid(害怕)。They run away.

Step2.Presentation

1.T guids students to conclude this unit and asks students to give self-assessments.Students will be guided to ask and answer the following questions:

What do you learn in story time?

Do you like the story?

What can you do sfter learning this unit? Can you tell the story?Can you sing the song?

What letters can you read?

Can you write the letters A,B.C and D?

During this step, students can not only give self –assessments, but also give others assessments. They can conclude what they have learned in this unit. They will also be encouraged to see their harvests.

2.T asks students to look at ticking time, and asks them:How many stars can you get?Students read the directions and give self-assessments. During this step,T helps students if they have any diffculties.

Step3.Practice and Production

1. checkout time:Students listen and respond.(P11)

2. Students do some additional written exercises.

Step4.Conclusion

T conclusion the class and guides students to know: It’s great to have self-assessments.We can know a lot about what we learn.Come on,enjoy our English journey!

Step4.Homework:

(1) Listen ,read and say.(P6-11)

(2) Tell the story of story time and cartoon time.

Blackboard design:

Unit1 Hello

I can say Good morning

Good afternoon

Hello\Hi, I’m

第4教时

教学内容：

Unit1 Hello, the 2nd period(Cartoon time & Letter time)

教学目标：

1.By the end of this lesson, students will be able to greet people using‘Hi/Hello!’‘Good morning.’and ‘Good afternoon.’according to different contexts.

2.Student will able to introduce himself/herself using‘Hi,I’m...’

3.Students will be able to read and write the letters A,B,C and D.

教学重点、难点：

1.To greet people using ‘Hi/Hello’‘Good morning.’and ‘Good afternoon.’and introduce himself using ‘Hi, I’m...’

教学方法：

Multi-media and cards

教学过程：

Step1.Preparation

1.T Sing the song ‘Good morning’ with students.

2.Group work

Four people make a group ang greet each other.

Step2.Presentation

1.Listen to the tape of the text and then read after the tape.

1. Role play.

Show four scenes of the story time on the PPT. Let the students choose and act it out.

2. play a game

PPT呈现新认识的人物以及句子Good moring\Good afternoon\Good evening\Hi\Hello.当学生看到单词或图片时就大声读出来。但看见炸弹时就说bomb。来复习所学的知识，检查学生掌握情况。

Step3.Practice

1. Quick presponse快速反应

PPT出现不同的时间，如：8:00,3:00，15:00……让同桌两人一组编对话：Good morning!\Good afternoon!\Good evening!等，学生可以自行补充对话。

如：S1:Hi,I’m Nancy.

S2:Hi,I’m Jack.

S1:Good morning,Jack.

S1:Good morning,Nancy.

2. 请学生总结不同时间的不同打招呼方式。

In the morning: Good morning(6:00~12:00)

In the afternoon: Good afternoon(12:00~18:00)

In the evening: Good evening(18:00~21:00)

3. 复习字母

(1) 请学生做动作让学生猜这是哪个字母，复习Aa Bb Cc Dd。

(2) 学生跟着老师，用手指书写字母。

Step4.Production

1. PPT出现四幅图片，请学生看图片，编对话。

2. 完成《补充习题》PartD,E部分。

Step5.Progress

利用所学句型自编对话，小组内表演。

Blackboard design:

Unit1 Hello

Good morning(6:00~12:00)

Good afternoon(12:00~18:00)

Good evening(18:00~21:00)

Unit 2 I'm LiuTao

第1教时

教学目标

1.能初步学会用Are you …?来询问别人的姓名并能初步学会使用Yes,I am./No,I’m not.来回答

2.能初步掌握yes和no这一对反义词

3.能熟练地使用Hello/Hi,I’m来介绍自己

教学重点

1.能初步学会用Are you …?来询问别人的姓名并能初步学会使用Yes,I am./No,I’m not.来回答

2.能初步掌握yes和no这一对反义词

3.能熟练地使用Hello/Hi,I’m来介绍自己

教学难点

1.能初步学会用Are you …?来询问别人的姓名并能初步学会使用Yes,I am./No,I’m not.来回答

2.能初步掌握yes和no这一对反义词

教学疑点

怎样才能让学生理解Yes,I am.与No,I’m not这两句反义的句子，在面对问题时选择正确的回答？

教学准备

挂图，卡片

教学过程

Step1．Preparation

1.Grerting

T:Good morning/afternoon,class.

Ss:Good morning/afternoon,Miss Zhang.

2.Sing a song——Good morning

T:Now, let’s sing a song together.

3.Warm up

a.Play a game——Brain storm

游戏规则：教师在卡片上或者是PPT上出示想让学生说的提示，让学生抢答，会说的站起来大声说。

（1）The sentences to greet(用来打招呼的句子)

T：Could you please tell me the sentences to greet?Say them loudly,please.

例如：Hello./Hi./Good morning.

/Good afternoon./Good evening.

（2）Names of our friends in the book

在书本里学到的一些朋友的名字。

例如：Miss Li,Su Hai,Liu Tao,Mike,Wang Bing。

如果学生说到了一二年级学过的名字，要给与肯定。

b.Play a game——Magic eyes

游戏规则：看闪现的图片或者是句子，快速回答。

例如：先简单图片，再句子。图片可以是一二年级学过的单词。句子以第一单元的为主。最后以I’m和I am结束这个游戏。

T：Look,can you read them?

学生大声读I’m和I am

c.教师用Hello/Hi和学生打招呼。

T：Hello/Hi,I’m Miss Zhang.

S：Hello/Hi,I’m…

学生用I’m来介绍自己。

Step 2 Presentation

1.教授Are you…?和Yes，I am.

a.教师问学生姓名

T：Hello.I’m Miss Zhang.Are you…?

教师出示Are you…?，并出示句子的中文。

(1)Read with the teacher

(2)Read one by one/

group by group

(3)Read together

板书A：Hello.I’m… Are you…?

T:Try to answer my question.

教师出示Yes,I am.

T：Who can read it?

让学生试着读读看。

(1)Read with the teacher

(2)Read one by one/group by group

(3)Read together

板书：Yes,I am.

b.Pairwork

(1)T-S,S-T，S-S

T:Hello,I’m Miss Zhang.Are you…?

S:Yes,I am.

S:Hello,I’m…Are you Miss Zhang

T:Yes,I am

S1：Hello,I’m…Are you …？

S2：Yes,I am.

2.教授No,I’m not.

a.教师反带头饰（之前学过的人物），让学生猜自己是谁。提示学生用刚刚学过的句子询问。

T:Try to say,please.Hello,I’m…Are you…?

S:Hello,I’m…Are you…?

T:Yes,I am

第四个头饰：Yang Ling

Yang Ling 这个人物在本册书中有很大的变化，学过前两册书的学生也许一下子会反应不过来。所以可以让学生自己说说看怎么来认识这位Yang Ling。

S：Hello,I’m…Are you…?

T：No,I’m not.

教师出示No,I’m not.

(1)Read with the teacher

(2)Read one by one/group by group

(3)Read together

b.让学生模仿教师刚才带头饰的方式，让其他学生来猜。

S1:Hello.

Ss:Hello.Are you…?

S1:Yes,I am./No,I’m not.

在这个环节，有些接受能力比较强的学生有可能在回答No,I’m not.后还加上一句I’m…,如果出现这样的情况，要给予表扬。

Step3. Practice and Step4. Production

1.Play a game——Fun time(Guess and say)

游戏规则：学生1站在讲台前，坐在位置上的一个学生2站起来说Hello.。

S1:Hello.

Ss:Hello.Are you…?

S1:Yes,I am./No,I’m not.(I’m…)

2.Listen to the tape，and try to say

something about the pictures.

让学生先看图，自己说说看图上的主人公会说些什么呢？

T：Can you say something about the pictures?

让学生逐幅图说。

a.学生听录音，说对话

先听完整的录音一遍，然后让学生一个个对话框说说看。

b.跟录音读

跟着录音读，纠正读音。

c.齐读

寻找语感。

Homework

Recite Story time

第2教时

教学目标

1.能熟练地会认、会读、会说Are you…?并且能熟练地用Yes,I am.和No,I’m not.来回答。

2.能初步会读、会说、会写Goodbye.

3.能会认读并会写字母Ee Ff Gg

4.能会认读名字John

教学重点

1.能熟练地会认、会读、会说Are you…?并且能熟练地用Yes,I am.和No,I’m not.来回答。

2.能初步会读、会说、会写Goodbye.

3.能会认读并会写字母Ee Ff Gg

教学难点

1.能初步会读、会说、会写Goodbye.

2.能会认读并会写字母Ee Ff Gg

教学准备

挂图，卡片，录音机

教学过程

Step 1．Preparation

1.Greeting

T-Ss(师生对话)

T:Good morning/afternoon,class.

Ss:Good morning/afternoon,Miss Zhang.

2.Sing a song——Good morning

T:Now,let’s sing a song.Let’s sing it

loudly,OK?

3.教师出示Are you…?

Yes,I am. No,I’m not.

学生跟读，进一步熟悉本单元的重点。尤其是I am这个词，有的学生容易把am这个音中/ æ/给吃掉或者是发音不清，所以要有意识地提醒学生a发音发成/ æ/。

T-S（个别对话） S-S（生生对话）

（1）T:Hello,I’m…Are you…?

S:Yes,I am./No,I’m not.

（2）S1：Hello,I’m…Are you…?

S2：Yes,I am./No,I’m not.

2.Warm up

4.跟读课文录音Unit 2 Story time

T:Now,shall we read with the tape?

虽然跟读录音也是比较枯燥的一件事情，但是我认为没有比反复的读更能锻炼语感的了，而且可以让学生在完整的情景中复习本课的对话重点，也可以让学生更好地理解句子在对话中的含义。

Step 2 Presentation

A Cartoon time 教学

1.教师出示图片Bobby.

T:Look,who is coming?He’s Bobby.

Please say hello to him.

(1)S1:Hello,Bobby.I’m…

Bobby:Hello.

(2)S2:Hello,I’m…Are you Bobby?

Bobby:Yes,I am.

2.教师出示图片Sam

T:Look,this is Sam.

Try to say hello to him.

(1)S1:Hello,Sam.I’m…

Sam:Hello.

(2)S2:Hello,I’m…Are you Sam?

Sam:Yes,I am.

3.看图，听录音，回答问题

教师出示

T:Now,please listen to the tape,and answer my question Is he John?.

认识新的外国名字John,教师出示John.

学生跟老师齐读John,或者一个个读等等。

（1）教师放录音Cartoon time

（2）学生回答问题

T：Is he John?

S:No.

（3）学生跟读录音

T:Now,let’s read it together.Let’s go.

Step3 . Practice and Step 4. Production

B 字母教学

1.复习Aa Bb Cc Dd

a.大小写字母配对

b.Magic eyes——快速闪现字母

c.写出字母的左邻右舍

例如： b c

2.新字母的学习Ee Ff Gg

a.教师延续上一习题

Dd

让学生思考，引出Ee,并且在黑板上示范

以同样的方法教授Ff Gg,并且板书：

b.让学生自己完成练习

（1）大小写配对

（2）左邻右舍

（3）抄写字母

Homework

1.Recite Story time

2.Finish the exercises

第3教时

教学目标

1.能熟练地用Are you…?和Yes,I am与No,I’m not.进行对话练习

2.能会读、会说、会写Goodbye

3.能初步了解单词抄写的格式

4.能会读、会说小诗Are you Mike?

教学重点

1.能熟练地用Are you…?和Yes,I am与No,I’m not.进行对话练习

2.能会读、会说、会写Goodbye

3.能初步了解单词抄写的格式

4.能会读、会说小诗Are you Mike?

教学难点

1.能初步了解单词抄写的格式

2.能会读、会说小诗Are you Mike?

教学准备 挂图，卡片，录音机

教学过程

Step 1．Preparation

1.Greeting

a.全班打招呼

T:Good morning/afternoon,class.

Ss:Good morning/afternoon,Miss Zhang.

b.个别打招呼

T：Good morning/afternoon,xx.

S1: Good morning/afternoon,Miss Zhang.

2.Sing a song——Good morning/afternoon

根据具体的上下午，改编歌曲，不需要唱几遍。

Step 2. Presentation

复习Are you…?Yes,I am./No,I’m not.

T：Hello,I’m Miss Zhang.

S：Hello,Miss Zhang.I’m…

a.教师出示头饰，把反面对着学生：

S：Hello.I’m…Are you…?

T:Yes,I am.

No,I’m not.I’m…(提醒学生回答完整)

2．听录音，想想Goodbye怎么读（Cartoontime)

T:Can you read it?

让学生观察Good morning.Good afternoon.

Goodbye.让学生去发现这三个句子的发音规则。

听录音，跟读Cartoon time.

T:Is he John? S:No.

全班读Cartoon time.

3.出示卡通字母，遮去一部分

S1：Hello,I’m …Are you Aa?

S2:Yes,I am.You are right.

S1:Goodbye, Aa.

教师出示You are right.，并出示中文

全班读：You are right.

S3: Hello,I’m …Are you Bb?

S4:No,I’m not.I’m Dd.

S3:Goodbye,Dd.

Step 3. Practice

1.介绍新朋友

T：Who is he?Listen to the tape,please.

S:He’s Mike.

T:Yes,you are right.

Can you read the sentences.

Hi.Hi.Are you Mike?

Yes.Yes.You are right.

小组读，全班读

T:Is he Moe?

听录音回答问题

S：No.He’s Joe.

带学生读Moe,Joe注意发音，两个单词的发音规律

Read ：Are you Mike?

Step 4 Homework

1.Read the rhyme after class

2.Finish the exercises

第4教时

教学目标：

1.能熟练地用Are you…?和Yes,I am与No,I’m not.进行对话练习

2.能会读、会说、会写Goodbye

3.能初步了解单词抄写的格式

4.能会读、会说小诗Are you Mike?

教学重点：

1.能熟练地用Are you…?和Yes,I am与No,I’m not.进行对话练习

2.能会读、会说、会写Goodbye

教学难点：

1.能初步了解单词抄写的格式

2.能会读、会说小诗Are you Mike?

教学过程：

Step 1．Preparation

1.Greeting

a.全班打招呼

T:Good morning/afternoon,class.

Ss:Good morning/afternoon,Miss Zhang.

b.个别打招呼

T：Good morning/afternoon,xx.

S1: Good morning/afternoon,Miss Zhang.

2.Sing a song——Good morning/afternoon

Step 2. Presentation

1. Read Story time

T：Shall we read story time together？

教师翻译中文意思。并且告诉学生怎样回答。

2. Play a game：Guess and say

规则：学生1站在讲台前，座位上的学生说：Hello

S1：Hello.

Ss:Hello,are you …?

3. Checkout time

Step 3. Practice

字母练习

1. 大小写配对

2. 左邻右里

3. 改错

Step 4. Production

1.教师和学生全面梳理复习本单元要掌握的知识:

Are you…?

Yes,I am. No,I’m not

Goodbye.

You are right.

2.Ticking time

学生根据自己真实的学习情况自己打星。

帮助学生理解这几项的意思。

Unit 3 My friends

第1教时

教学内容：

Story time

教学目标：

1、能听懂、会读、会说goodbye, my friend, he’s, she’s.

2、能听懂、会读、会说日常交际用语Goodbye,… He’s/She’s… He’s/She’s my friend.

3、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演对话。

4、能初步运用本课所学的词汇和日常交际用语与人告别，向他人介绍自己的朋友。

教学重点：

1、能在情境中理解friend一词的意义。

2、能理解Goodbye,…这一交际用语的含义并知道如何在生活中运用。

3、能理解对话内容，用正确的语音语调朗读对话。

教学难点：

1、能根据性别的不同，用He’s/She’s…来介绍自己的朋友。

2、能在情境中初步运用本课所学的词汇和日常交际用语与人告别，以及向他人介绍自己的朋友。

教学准备：PPT、头饰等。

教学过程：

Step1．Preparation

1. Free talk (T-S，S-S)

T: Good morning/Hi/Hello…!

S1, 2, 3, 4: Good morning/Hi/Hello...

T: Good morning, class!

Ss: Good morning…

（从个别到集体，从师生问候到生生问候，迅速拉近师生距离，为下面的新授做准备)

2．Lead-in

T: Let’s play a game. Close your eyes. Listen and guess: Who’s this?

S1: Hello/hi/ good morning, class!

S2,3,4: Are you…？

S1: Yes, I am. / No, I’m not.

（当最后一个同学说时，教师参与其中）T: Let me have a try! Em，he’s/she’s…

Ss: No！

T: She’s/He’s…

Ss: No！

T: Em，I don’t know. Who’s she/he? (睁开眼睛看一看)

T: Oh, she’s/he’s…

（通过“猜猜这是谁”的趣味游戏，让学生听音辨认，生生操练前几单元的旧知识，并巧妙过渡到本课新知识，引出He’s/She’s…)

3. Try to say

T: You did a good job just now! Look! I have some other pictures. Do you know them?

（呈现一组学生熟悉的体育、影视名星)T: Who is she? Who is he?

S1, 2, 3, 4: She’s/He’s…

（最后出现美羊羊的卡通形象）

Ss: She’s Mei Yangyang.

T: Yes! She’s Mei Yangyang. And she’s my friend.

(通过呈现人物图片，让学生初步运用He’s/She’s句型，同时使学生在潜移默化中加深对she’s和he’s的认识，区分二者用法的不同，并适时引出生词词组my friend)

(领读friend，my friend，并让学生看口型，准确发音，分男女生读，小组读)

-Look and read: free from

（通过观察和朗读，让学生初步感知fr组合在一起的发音）

4. Work in pairs (T-S, S-S)

T: Now, you know my friend. Can you introduce your friend to me?

(呈现一组可爱的羊羊卡通形象，让学生选择其中最喜爱的一两个，作为自己的好朋友，介绍给他人)

T: Look！You may say ‘She’s/He’s…She's/He's my friend.’(PPT呈现句型)

S1, 2, 3: (Try to introduce)

（让学生通过在语用环境中运用，逐渐熟悉这一交际用语并理解语义）

S1: Hello …

S2: Hello…

S1: (手指另一个同学)She’s/He’s…She’s/He’s my friend.

S2: She’s/He’s…She’s/He’s my friend.

(可以同时播放找朋友的歌曲，歌声停，则对话停，歌声再次响起，则继续对话，让学生把握时间，有效操练和运用本课重点句型)

Step2 Presentation

1. Watch and match

（看完影像后指Miss Li头像)T: Who’s she?

Ss: She’s Miss Li.

T: Yes, she’s the teacher.

（指Mike爸爸头像）T: He’s Mike’s dad.

(指Yang Ling妈妈头像)Who’s she?

Ss: And she’s Yang Ling’s mum.

(指Mike头像)T: Who’s he?

Ss: He’s Mike.

T: Who’s she?

Ss: She’s Yang Ling.

（由于学生刚刚开始学习英语，因此有必要让学生通过观看卡通影像，将所看到的主要人物与姓名相关联）

T: Yes, they’re Mike and Yang Ling. And they are friends. 板书本单元课题：Unit3 My friends(带读friends，注意/ds/的发音，同时加动作)

T: Today let’s talk about friends.

2. Read and find

Mike和Yang Ling是怎样向父母介绍自己的朋友的？在文中找出来！

S1: She’s Yang Ling. She’s my friend.

S2: He’s Mike. He’s my friend.

Summary: 学生自主归纳出用‘-He’s/She’s…-He’/She’s my friend.’向他人介绍我的朋友）

3. Watch and think

T: Watch the cartoon again; find out what Miss Li and her students are saying. When we say like this? (让学生找出表示告别的交际用语，并联系文中的场景想一想，在生活中怎样去用？)

Ss: Goodbye, …

（由于是三年级的学生，可以让他们用中文说）

S1: 在下课的时候说Goodbye。

S2: 放学离开校园时Goodbye。

S3: …

(让学生充分理解交际用语‘Goodbye’用于向他人告别，带领学生齐读Goodbye，前后左右面对面做挥手动作)

Summary：让学生自己总结出交际用语Goodbye表示与他人告别。

4. Read the dialogue

1) Read after the video/ tape.

(让学生仔细听，尽可能地模仿正确的语音语调。)

2)Open the books and read after the teacher(读对话时要提醒学生用手指着书上的句子逐句跟读)

3) Read by themselves

4) Read in groups(让学生在小组内分角色读，读出不同角色的感情色彩)

Step3. Practice and Step4. Production

1. Let’s summarize:

（让学生自主小结本课所学交际用语在生活中如何运用，PPT呈现)）

What have you learnt today? (今天你学习了什么？)

Topic: My friends（我的朋友）

Patterns: -Goodbye,…(表示与他人告别)

-He’s/She’s…-He’/She’s my friend.（向他人介绍我的朋友）

Please use them as much as you can! (请多多运用它们哦！)

2. Act the dialogue

1) (T-Ss示范表演)T: Now，I’ll be Miss Li．You are all my students. And boys act as Mike, girls act as Yang Ling. OK?

2) Act in groups

（可根据学生实际情况选择适当情境）

情境一：文中的对话创编

（提醒学生可以在熟练表演文中对话的基础上，适当延伸对话的内容，如：情境一里Mike的爸爸和Yang Ling的妈妈会说些什么等等）

情境二：兴趣班放学了，老师宣布下课……

（和文中场景类似，让学生运用所学知识，向师生告别，向家人介绍自己的朋友）

情境三：参加“好朋友”社团活动

情境四：卡通人物大聚会

（提供给学生更大的发挥空间，让他们联想在活动中和聚会上将会遇到的人物，使表演内容更加丰富多彩，不拘一格）

3) Act out(提供表演对话的头饰，场景图片等，引导学生演出自己的个性风采)

3. 评价（T-Ss, S-Ss）(通过师生评价和生生评价选出最佳编剧奖和最佳表演奖)

Homework

1) Read the dialogue after the tape five times, and act it with your friend.

2) Introduce your friends to your mum and dad, use what you learnt today!

3) Prepare two photos of your friends, cut them out and stick on the paper.

My friends

朋友a 朋友b

照片 照片

Step5. Progress

(在悠扬的歌曲声中，师生、生生挥手告别，结束本课内容)

第2教时

教学内容：

Fun time & Song time

教学目标：

1、复习、巩固、进一步熟练掌握本课词汇goodbye, my friend, he’s, she’s以及日常交际用语Goodbye,… He’s/She’s… He’s/She’s my friend.

2、运用多种工具完成“My friends”的海报任务，能自然、熟练地运用本课所学的语句介绍自己的朋友。

3、能正确地演唱歌曲“Goodbye”。

教学重点：

1、通过文本更加熟练地掌握本课词句，并自然、熟练地运用。

2、能在完成海报的基础上熟练运用本课语句介绍朋友。

教学难点：

通过文本、海报和歌曲三种形式对本课词句有更深入的学习，同时也能通过对词句的理解提高阅读文本的能力；动手动嘴的能力；唱英文歌的能力，达到知识能力并重的目的。

教学准备：

冰河世纪3中的动物图片和头饰；本课单词卡片；学生自带剪刀、水彩笔等。

教学过程：

Step1．Preparation

1．Free talk(T-S)

T: Hello/Hi,…

S：Hello/Hi Miss Ji．

T: Look at my mouth, guess who I am talking to ?(不出声，只做嘴型，猜猜老师在和谁打招呼，知道的话大声将老师说的话说出来)

T: Hello/Hi, Wang Zi.(说到学生姓名做嘴型)

Ss：Hello/Hi, Wang Zi.（大声说出来）

Wang Zi: Hi. 进行三组对话。

T: If I say goodbye to you, please go out of the classroom.

T: Goodbye, Wang Zi.

Wang Zi: Goodbye, Miss Ji.(说话的同学在老师的示意下走出教室)

进行三组对话。

T:(指门外三人，逐一介绍) This is … He’s\She’s my friend.

2．Revision

T: Look at the pictures in the text. Try to repeat.

1)选择自己喜欢的角色，戴上头饰。

2)表演时，声音响亮，语调正确，适当加上动作。

Step 2 Presentation and Step3. Practice

1.文本再现词汇句型,巩固上节课的学习。

T：Hi, boys and girls. I have some friends in the film:Ice Age3. Let’s have a look.(可出示电影海报类图片)

1)T: Let me read for you. Try to remember who they are.

出示图文并茂的文本：

:I’m Sid. This is Manny. He’s my friend.

: Hi, I’m an elephant.

:This is Diego. He’s my friend too.

: Hello, I’m a tiger.

:This is Ellie. She’s my friend.

: Look, I’m an elephant, too. I’m a girl.

:This is… Oh, no, he’s not my friend. Goodbye!

(shout大喊):Bye-bye.

T: Who’s Sid\Manny\Diego\Ellie? Please point to the picture and answer in this way: This is Sid\Manny\Diego\Ellie.

2)Play a game操练句型This is…

快速闪现上述动物图片，要求学生用This is … 来回答。活动中教师在教室内走动尽量照顾到全班同学，由个人的回答最后成为全班性的抢答。

T：Who’s he\she?

Ss: This is …

3)操练句型This is … 重点练习He’s\She’s my friend.

T:(老师拿出Sid等头饰)Now, I’m Sid. This is Manny. He’s my friend. This is Ellie. She’s my friend.

a.A chant about he’s\ she’s

He and she,他和她。

She and he,她和他。

替代女士要用she。

替代男士要用he。

he is缩略成he’s。

she is缩略成she’s。

b. Learn to say the phrase my friend.出示生词卡片领读，检查朗读

They are all friends.(他们都是朋友) Who wants to be Sid\Manny\Diego\Ellie??

给学生戴Sid等头饰，互作介绍。

Model:

Sid: This is Manny. He’s\She’s my friend.

Manny: This is Diego. He’s\She’s my friend.

…

换一批同学戴头饰，在有限的时间里让尽可能多的同学参与。

最后一次时出示恐龙图片，引导学生说He’s not my friend.询问每个动物角色，询问在座的同学们。练习说He’s not my friend.

4) 学唱歌曲Say “Goodbye”.

T: It’s time to say goodbye to them. Here’s a nice song.读歌名单词Goodbye.

1)Listen to the song.

2)Try to sing.老师将其中歌词Miss Li 改成Sid.

Please sing “Goodbye” to them.请同学们和戴头饰的动物们唱再见歌。

2. 完成“My friends”的海报

T: Ok, boys and girls. Don’t say goodbye to me. Let’s go on. Sid has some good friends. I want to know who your friends are in the class. Let’s make and say.老师边演示边叙述制作的步骤。

1) Take out a piece of paper.

2) Write down My friends and draw a rectangle and some pictures on it. You can cut some small pictures and stick them on the paper.

3) Stick or draw the photos of your friends in the rectangle.

4) Try to introduce your friends.

前三步可提前布置，留第四步到课堂上进行。

Model: He’s … He’s my friend.

She’s … She’s my friend too.

Step 4. Production

1）Showtime(请4．5组学生上台展示，其他学生评价，可以评选出绘制和介绍得最棒的同学)

2）Please sing the song Goodbye to me. Goodbye Miss Ji…

Homework：

1．熟读课文，会背诵。

2．会用句子This is … 介绍自己身边的朋友。

3．在正确的时机正确的时候唱Goodbye这首歌。

第3教时

Teaching contents 教学内容：

Cartoon time & Letter time

Teaching aims and learning objectives 教学目标：

1、能正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，在教师的引导和训练下，养成良好的阅读习惯。

2、能听懂、会读、会说、会写字母Hh, Ii, Jj, Kk，并能初步了解这些字母在单词中的对应发音。

Main points and difficult points教学重点和难点：

教学重点：

1、 正确理解、朗读Cartoon time 中的故事。

2、 能听懂、会读、会说、会写字母Hh, Ii, Jj, Kk,并能初步了解这些字母在单词中的对应发音。

教学难点：培养学生良好的阅读习惯，提高学生灵活运用语言的能力。

Teaching procedures 教学过程：

Step1．Preparation

T: Hello.

Ss: Hello.

T: I'm Miss Liu. Are you ... (名字)?

S1: Yes./No.

T: Nice to meet you.

S1: Nice to meet you,too.

T: Is he/she... (名字)?

S2: Yes/No.

T: Is he / she your friend?

S2: Yes/No.

Step 2. Presentation

T: Now, I’ll show some of my friends to you. Look, they are here.(拿出照片）Who are they? Can you guess?

Ss: ...

T: Yes/No. They are my friends. He's ...(名字) . He's my friend. She's ... (名字) . She's my friend, too.

Who wants to show your friends to us?

Ss: He's ...(名字) . He's my friend. / She's ... (名字) . She's my friend.

Step3. Practice

1. Learning: this is.../sister .

1)T: You know, they are my friends. Listen carefully. This is ... . He's my friend. This is ... . She's my friend, too. (出示卡片，教学this is... 领读、跟读)(板书）

T: Now, please work in your group, make a new friend and introduce your friend to the others. You can introduce your new friend in this way: Hello, this is... . He/ She is my friend.

(学生4人一组，在组内结交一个新的朋友并介绍给其他人,要求每位学生运用This is... He's/ She’s my friend.句型来介绍。）

T: Now who wants to introduce your new friend?

Ss: ... .

2) T:Just now, you knew something about my friends. Now, would you like to get to know my family?(拿出家庭照片或者PPT显示。）Look， this is my Dad, this is my Mum and this is my sister.(教学sister,教师可以再追问：Do you have a sister?)

2. Cartoon time

1) Talk about the picture

T: You know I have a sister, Bobby has a sister, too. Who's Bobby's sister? Can you guess?（PPT出示Bobby的图片和人名，如：Sally Tina Tom Helen Jerry Teddy 等，学生猜测。）

Ss: Sally?(引导学生说完整句型并注意使用升调：Sally is Bobby's sister?)

T: Listen to the tape and get the answer.

Ss: Tina is Bobby's sister.

2) Watch the cartoon

T: Is Tina happy to see Sam? Why does Tina run fast? Let's watch the cartoon.

Ss：Because Tina is afraid of the cat.(允许学生用中文表达）

3)Read after the tape

4)Read by themselves

5)Act（要求学生带上道具，并且配上动作进行表演。）

6)给予学生的表演客观的评价并评选出最佳表演组。

Step4. Production

1. Revision

1)T: Let's play a game. First, please put the card on your desk. (课前把字母Aa-Gg的卡片共16张打乱发给各个小组）When I say: A,

the students holding the big letter A and small the letter a must stand up and say loudly: I'm Big A. I'm Small a(or This is Big A. This is Small a.). Then put the cards on the blackboard(引导学生安读音归类摆放,后面学习的新字母可以在其后追加呈现).

2)Magic eyes 在图画中圈出已学字母。(给学生打乱的字母，包括大写和小写，教师也可以创作一幅由字母组成的简笔画，要求学生圈出已学字母，剩下的就是今天要学的新字母，如：）

2. Learn new letters: Hh Ii Jj Kk

1) Read the four letters.

2) Play a game: Listen and say the next letter.

3) Play a game: What is missing? (第一张PPT显示一组字母，迅速闪现第二张PPT，第二张中少了一个字母，可以逐渐增加到少2-3个字母。）

5) Learn how to write the letters.

a. Watch the cartoon.

b.书空。

c.教师黑板板书，学生在书上描红(学生课本上灰色的字母）。

d.学生在课堂本上书写2-3遍。

Step5. Progress

(可根据学生情况进行选择教学）

阅读一篇课外小故事，并理解其内容。

Who are you ?

Who are you? I'm a cat. Who are you? I'm a bird. Who are you? I'm Hiroshi. Who are you? We are friends. Let's play together.

找出已学字母并感受其发音。

Homework

1.把Cartoon time 的故事讲给爸爸妈妈听。

2.抄写Hh,Ii,Jj,Kk各两排。

3.自己创作一张Hh,Ii,Jj,Kk的图片。（学生根据情况自由选择完成）

第4教时

Teaching contents：

Checkout time＆Ticking time.

Teaching aims and learning objectives：

1、能熟练运用本单元所学的词句谈论朋友。2、能在教师的引导下对自己的学习进行自我评价。3、根据学生情况适当进行拓展，如“再见”的多种表达方法、形容词tall, short, fat, thin等。

Focus of the lesson and predicted area of difficulty：

教学重点：

能熟练运用本单元所学的词句谈论朋友，并在教师的引导下对自己的学习进行自我评价。

教学难点：

培养学生养成良好的学习习惯，提高学生灵活运用语言的能力。

Teaching aids:

多媒体课件，头饰，图片，导学单等。

Teaching procedures：

Step1．Preparation

1. Greeting

T: Hello, boys and girls.

Ss: Hello, Miss Zhou.

T: Good morning/afternoon, ….（依照实际情况和学生打招呼。）

S1: Good morning/afternoon, Miss Zhou.

T: Nice to meet you.

S1: Nice to meet you, too.

2. Cartoon show

Act out the cartoon on page 21.（请3-4组学生利用头饰等表演上节课学习的卡通内容，教师适时进行评价。）

3. Free talk

T: Good! Look, who’s she? （PPT呈现或者图片呈现。）

Ss: She’s Miss Li .

T: She’s tall. She’s thin. （教师要结合体态语进行人物特征类形容词的拓展和渗透。）She’s my friend.

Who’s he? （PPT呈现或者图片呈现。）

Ss: He’s Liu Tao.

T: He’s a boy. He’s short. He’s my friend, too. Who’s your friend? Please show me. You can say “ He’s… He’s my friend./ She’s … She’s my friend.” （板书主要句型He’s…/ She’s…） Who can try?

S2: He’s/ She’s … He’s/She’s my friend.

T: Oh, he/ she is …. ( 如果学生不能运用拓展的词汇，教师可以帮助学生进行语言输出，如She’s a girl. He’s tall.等)

T: Hello, …

S3: Hello, Miss Zhou.

Step 2. Presentation

1. Review the letters

T: My friends Miss Li and her students are having an English lesson now.

There are some exercises. Can you help them?

1) Look and read.

T: What letters are they? If you know, stand up and read loudly. (PPT播放动画效果，字母快速闪过。或者教师快速出示字母卡片。)

2）Match the letters.

T: Big letter and small letter are good friends. Please take out your headdresses, find your friend, then you can shake hands.

（学生进行4人小组活动，头饰上写有一个大写或者小写字母，迅速找到带着对应的大写或小写字母头饰的同学，两人握手，宣布成功。各小组头饰上的字母可以从A-K中任意选择。）

S1(h)：He’s H. He’s my friend. （学生汇报，全班核查。）

S2(K)：She’s k. She’s my friend.

3）Write the letters.

T: You are good friends. Let me take a photo for you. （利用相机做拍照动作。）Look! How nice!（展示照片，即大小写字母卡片。）

T: Now you can take photos with your friends. Please write on your paper.

（学生“拍照”，然后展示“照片”，即自己书写的大小写字母，教师根据书写情况进行评价。）

4）Read and write.

T：You can write the letters very well. But Liu Tao has a problem. You must listen carefully. Then we can help him.

a. I’m Sam. I have an ice-cream.（PPT呈现图片，或者卡片出示，教师领读。）

I’m Sam. have an ce-cream.（引导学生根据字母的读音写出所缺字母。）

b. He is Joe. He has a jelly.（教学步骤同上。）

c. She is Kitty. She has a kite. （教学步骤同上。）

（教师可以根据学生的实际情况，选择a.b.c.其中的一句或几句进行训练。）

呈现Tip: 英语书写规则提示：1. 句子首字母要大写。2. 人名的首字母要大写。

5）Ticking time.

T: Good job! Three stars means very good．Two stars means good．One star means not so good．How many stars have you got? Please tick on the paper.（引导学生适时进行自我评价。）

2. Sing the song

1）T: We have finished the exercises. The class is over. What does Miss Li say?

Ss: Goodbye, class.

T: What does Liu Tao say?

Ss: Goodbye, Miss Li.

2. T: What others can we say?

S1: Bye.

S2: Bye-bye.

S3: See you next time.

呈现Tip: 表示“再见”的常见说法：Bye. Bye-bye. See you. See you next time. See you later.（待会儿见。） See you soon.（过会儿见。） See you tomorrow. （明天见。）

3. Practice in pairs.（模仿Miss Li 和Liu Tao进行话别，尽量使用新句子。）

4. Sing the song together. （跟录音齐唱。）

Step3. Practice

1. T: Classes are over. Liu Tao goes home. Look, Who is the man? （卡片呈现人物头像，贴到黑板上。）

Ss: He is Liu Tao’s father.

T: On the way home, they meet some children. Does he know the children’s names?

Ss: No.

T: Dad asks “Who are they?” If I am Liu Tao , I’ll introduce my friends to him. Look, he’s Mike. He’s tall. He’s my friend.（教师展示Mike的头像，贴到黑板上。）

T：Now, it’s your turn. If you are Liu Tao, what should you say？

（引导学生先总结：介绍男生时用He’s，介绍女生时用She’s，还可以描述人物的特点等，板书tall/short/thin/fat。）

2. Practice in groups.

S1: Dad, he’s Wang Bing. He’s a boy. He’s short. He’s my friend.

S2: Dad, she’s Su Hai. She’s a girl. She’s thin. She’s my friend.

S3: Dad, she’s Yang Ling. She’s a girl. She’s my friend, too.

T: Oh, they are friends. （板书friends）

（学生拿出人物头像，先在小组内练习，然后全班展示，将头像贴到黑板上，人物可以是学生自己或者班上的同学等。在活动过程中，教师应该鼓励学生描述的语句多一些，必要时可以用中文辅助。）

Step4. Production

T: What can you do after learning this unit? Look at the form．From learning this unit，we can talk about our friends. We can use “he” and “she” correctly. Three stars means very good．Two stars means good．One star means not so good．Who has got three stars?

T：We can say and write the letters H ,I ,J and K. Can you do it? Tick the stars.

T: How many stars have you got?

(引导学生梳理本单元所学内容，对自己的学习情况进行评价。)

Step5. Progress

Sing the song. “See you” （改编歌词，跟着伴奏齐唱。）

Homework

1．用he或者she向爸爸妈妈介绍自己的朋友，每人至少三句话。

2．抄写字母Hh, Ii, Jj, Kk各两排（8遍）。

3．小组合作，改编歌词，创作一首有关“再见”的歌曲，以下词句可能对你有帮助：Bye. Bye-bye. See you later.（待会儿见。） See you soon.（过会儿见。） See you tomorrow. （明天见。）

板书设计： （A,B,C,D为学生贴在黑板上头像，可以根据实际情况，变化贴图的数量。）

Unit 3 My friends

He’s… A B C D

She’s…

tall/ short Miss Li Liu Tao Dad

thin/ fat 头像 头像 头像

Unit 4 My Family

Unit 4 My Family

Unit 4 My Family

Unit 5 Look at me!

单元简析

本单元的话题是谈论服饰。在谈论服饰的过程中学习如何赞扬别人及别人的服饰。Story time是Yang Ling在房间的衣柜前换穿不同的衣服，展示给自己的妈妈看，妈妈在一旁评论她试穿的每一件衣服。语言内容贴近学生生活，亲子情境感染学生。Fun time 说一说，做一做，在语言运用的同时展现学生的动手能力及创意能力。Cartoon time故事情境幽默风趣，学生乐于模仿。Letter time在形状各异色彩鲜艳的糖果中发现字母，字母教学带上了一层甜蜜的味道。Rhyme time集中呈现了本单元所学核心单词，并让学生在小诗中感受美丽服饰带来的快乐。Checkout time可作为Story time的巩固活动之一，考察学生对单词的掌握程度。教师还可以将完成的练习转换为Look and say的形式，继续考查学生对表达赞美的日常用语的掌握程度。最后Ticking time则是学生对本单元的自评要求。

教学目标

1 学生能听懂、会说、会读日常交际用语与句型Look at my T-shirt/ skirt/ cap…，It’s nice. How nice! It’s great. Great!

2 学生能听懂、会说、会读词汇look at, T-shirt, it, it’s=it is, nice, skirt, great, jacket, new, red。

3 学生能听懂、会说、会读和会写单词good, I, he, am, cap。

4 学生会诵读歌谣Nice clothes.

5 学生能听懂、会说、会读和会写字母Oo，Pp, Qq。

教学重点：

句型：Look at

词汇：look at, T-shirt, nice, skirt, great, cap, jacket

字母：Oo, Pp, Qq

教学难点：

日常用语：It’s nice. How nice! It’s great. Great!的用法和含义

词汇：T-shirt, skirt, jacket的读音

字母：Oo, Pp的读音以及Pp和Qq的辨认

Unit 5 Look at me! (Period 1)

Teaching contents:

Story time

Teaching aims and learning objectives:

1 学生能听懂、会读、会说T-shirt，skirt, cap.

2 学生能听懂、会读、会说日常交际用语Look at my …It’s nice. How nice! It’s great. Look at me! Great!

3 学生能正确地理解并朗读对话，在教师的引导和帮助下尝试表演对话。

4 学生能初步运用本课所学的词汇和日常交际用语谈论自己的衣物并相互作出适当的评价。

Focus of the lesson and predicted area of difficulty

教学重点：学生能正确地理解并朗读对话，在教师的引导和帮助下尝试表演对话。

教学难点：学生能初步运用本课所学的词汇和日常交际用语谈论自己的衣物并相互作出适当的评价。

Teaching procedures

Step1 Free talk

T：Good morning, boys and girls.

Hello, …

Hi, …

Is …your friend?

Who is your friend (too) ?

Where is he/she ?

Step 2 Warm up

T: Look at the pictures. Who are they? Can you guess？ You can say like this…

Look! This is Alice. And this is Paul. They are friends. So, this is Tom, I think.

(根据前次课the heart来判断，图片遮住This is me. 或心形部分。教师示范，另外选四张贴在黑板上，学生任选1张来猜一猜。复习并锻炼学生的语言表达能力。)

T: Look at this heart. This is a teacher. This is Miss Wu. And this is Mr Liu. They all teach you. So, this is…

T: Yes, this is me.

Step 3 引入课题和目标

T: Look at me.

Can you try to describe me?

(PPT请用一句话或一两个单词说一说。)

（给出Happy或Nice的提示或者提醒学生不会没有关系Never mind）

T: So, today let’s learn “Unit 5 Look at me” 领读课题，注意look at的连读音

In this unit, let’s talk about clothes and learn how to give praise.

T: Now, look at my …(dress).

Is it nice?

T: 板书：Look at my … It’s nice.

Step 4 Story time-nice clothes

T: I like nice clothes. Do you like nice clothes? So does Yang Ling.

Look, is Yang Ling happy? Do you know why?

She is going to per form in a show. (第六单元，Yang Ling参加演出)

Now，she is trying on her clothes. Watch the cartoon, then choose what clothes does she try on?

A. dress (图) B. T-shirt (图) C. jacket (图) D. skirt (图) E. cap (图) F. hat (图)

教授生词：T-shirt，skirt， cap

(1) 读词，读句（Look at my…）,小组内读一读生词

(2) Game: 找图：

T: Look at this word.或直接出示词卡

The students: Look at my …

Student A 迅速找到该词的图片（PPT）：Here.

Step 5 Story time-praise

T: Yang Ling likes her clothes. And Yang Ling’s mother likes her clothes, too. So she gives her some praise. Do you remember what they are? Let’s watch the cartoon again, and try to remember them.

T: (PPT) Yang Ling says “Look at my T-shirt.”. Mum says “…”

S: It’s nice.

学习句子：It’s nice. How nice! It’s great. (注意标点符号的区别)

T: At last, how does Yang Ling look?

S: Great!

Step 6 Read the story.

Step 7 Act the story.

Step 8 Summary

T: So, when we want to talk about clothes, we can say …

Look at my… (教师身体语言展示)

T: At last, “look at me!” And we can give praise like this…

It’s nice. How nice! It’s great. Great! ...

T: Look at my skirt. (PPT展示漂亮的衣服)

Ss: It’s nice. /How nice!/ It’s great./ Great!/ ...

Sa: Look at my …（PPT服饰）

Ss: It’s nice. /How nice!/ It’s great./ Great!/ ...

Step 9 Fashion show

（1）T: Wow, there are a lot of nice clothes. I think you all have beautiful clothes.

Please show me your clothes like this…(实物投影人物头像照片或自画像和衣服图片，衣服图片是课前给的衣服的勾线画，学生需要在家涂色并剪下来)

And say “Look at my …” Others give praise.(教师给出句子词卡，考察学生认读的能力，再让其他同学补充更多的赞扬的句子)

（2）小组内或同桌间展示

Step 10 Homework

(1) 预习Fun time，Rhyme time和Checkout time部分

(2) 仿照Fun time部分每人做一件时装。可以用报纸

杂志做，还可以用彩纸做服装上的装饰。可以请家长参与设计制作，但不要代做。注意整体的美观。

(3) 熟读Story time, 注意模仿Yang Ling 和Mum的语音语调

（备注： 课前准本16k纸，宽线对折1次，长线对折2次，沿线裁开，每个学生四小张，女生画头像，cap, T-shirt, skirt四张；男生画头像，cap, T-shirt和shorts（短裤）共四张。 此物用于Fashion show 环节）

Unit 5 Look at me! (Period 2)

Teaching contents:

Words, Fun time, Rhyme time & Checkout time

Teaching aims and learning objectives:

1 学生能听懂、会读、会说jacket, 并进一步掌握本课词汇T-shirt，skirt, cap, 以及日常交际用语Look at my …It’s nice. How nice! It’s great. Look at me! Great!

2 学生能在Make and say的环节里，自然熟练的运用本课所学的语句谈论衣物，给予评价。

3 学生能熟练的诵读歌谣“Nice clothes”。

Focus of the lesson and predicted area of difficulty

教学重点：

1 学生能熟练掌握本课所学词句并自然熟练地运用。

2 学生能熟练的诵读歌谣“Nice clothes”。

教学难点：

学生能有序、有效地参与活动“Make and say”，并使语言的综合运用能力得到提高。

Teaching procedures

Step 1Free talk

T：Good morning, boys and girls.

Hello, … Look at my…

Hi, … Look at my …

Hi, … Is …your friend?

Who is your friend?

Look at her/his …

T: Who can show us your clothes? （使用学生在家的自拍照片）

Sa: Look at my …

Ss: It’s nice. /How nice!/ It’s great./ Great!/ ...

Step 2 Revision

T: Look at the pictures. We know Yang Ling will perform in a show. She is trying her clothes on. And mum gives her some praise. Did you remember the dialogue? Let’s add voice for the cartoon.

Step 3 Learn and review the words of clothes

(1)T: Look, Yang Ling has a lot of nice clothes in her wardrobe. What’s in the green box? Can you guess?

Teach: a new jacket

T: Then, what’s in the blue box? Let’s have a look.

Read the word: a T-shirt, a skirt, a cap,

(2) Play a game: say the word quickly when the picture or the word appeared

(3) Guess the words: (work in pairs)

__ acke__, __-shir__, s__ir__, __ap

Step 4 Check out time ---Choose and say

T: Just now, we knew that Yang Ling has a lot of new clothes. Now she and her friends are showing their new clothes. Now open your books, page 37, checkout time. Look and talk with your partner like this…

“Look at my …” “It’s…”

Choose the words and the sentences in pairs, each one two pictures. (两人共同完成四幅图，选择已有的词和常用表达的词条贴与书上。)

Step 5 Rhyme time

(1) T: They have new clothes. Do they look great?

Yes, they all look great. Read after me “They all look great”

(2) T: Why do they look great?

Because they are nice clothes. Read after me “nice clothes”

(3) Let’s say the rhyme “Nice clothes” (Watch the cartoon and read)

(4) Read in four.

Step 6 Fun time

T: Can you make nice clothes?

Now please show us your nice clothes. And say it like this…

Look at my…

Then let’s give praise “It’s nice….”(复习称赞语句，还可适当补充学生感兴趣的词)

(配上T 台音乐，走一两步)

Step 7 Exercise （预计使用练习册的练习）

Step 8 Homework

(1) 熟读story time对话至少三遍，熟读Page32~33单词。

(2) 熟读Rhyme time

(3) 预习cartoon time和letter time, 找找再画或拍下你所见到的生活中的字母OPQ

Unit 5 Look at me! (Period 3)

Teaching contents:

Cartoon time & Letter time

Teaching aims and learning objectives:

1 学生能听懂、会读、会说new, What colour…?, red并熟练掌握本课重点词汇T-shirt，skirt, cap, jacket以及日常交际用语Look at my …It’s nice. How nice! It’s great. Look at me! Great!

2 学生能通过Cartoon time里的故事阅读，理解故事的大意并能声情并茂的演出故事。

3 学生能听辨、会读、会说、会写字母O, P and Q。

Focus of the lesson and predicted area of difficulty

教学重点：

1学生能听懂、会读、会说new, What colour…?, red并熟练掌握本课重点词汇T-shirt，skirt, cap, jacket以及日常交际用语Look at my …It’s nice. How nice! It’s great. Look at me! Great!。

2学生能听辨、会读、会说、会写字母O, P and Q。

教学难点：

学生能通过Cartoon time里的故事阅读，理解故事的大意并能声情并茂的演出故事。

Teaching procedures

Step 1Free talk

T：Good morning, boys and girls.

Hello, … Look at my new…

Hi, … Look at my …

Hi, … Is …your friend?

Who is your friend?

Look at her/his …

T: Who can show us your clothes?

Sa: Look at my …

Ss: It’s nice. /How nice!/ It’s great./ Great!/ ...

Step 2 Revision-Rhyme time

T: Wow, we all have nice clothes. Let’s say the rhyme “Nice clothes”

Step 3 Cartoon time

(1) T: I have a lot of nice clothes. Because I like shopping.

Look, who’s she?

S: She is Bobby’s mother.

T: Bobby’s mother and I have the same hobby. What is it? Can you guess?

…

T: Shopping. We both like buying new clothes.

(2) T: Look! Is she happy now? Why? Let’s watch the cartoon.

She is happy. Because she has new clothes.

(3) T: What new clothes did she buy? Let’s read the story again.(2、3两步可以合二为一)

S: A new skirt and a new T-shirt.

T: What colour is the skirt? Pink

What colour is the T-shirt? Is it red? Yellow.

领读理解colour, what colour, red,

(4) T: Look at this pictures, is she happy now? Why? Think about it in groups.

S:…

T: Because, Bobby’s dad didn’t have a look at these clothes. He even doesn’t know what colour the T-shirt is. I think, he doesn’t know the colour of the skirt, either.

(5) Read the dialogue.

(6) Act the dialogue.

Step 4 Letter time

(1) T: Do you like shopping. Maybe girls like shopping. But boys don’t.

But I think, you all like delicious food. Right?

Look, what are these? They are biscuits. They are letter biscuits.

复习字母

(2) Look at this picture.

What is this? This is a doughnut.

And it looks like a letter “O”

Teach: O o Read and Write

Can you find more “O” in your life?

(3) 同样教授字母“P”“Q”

(4) Exercise

Step 5 Ticking time

T: Now can you say and write the letters O, P and Q.

Then take out your books, turn to page37.

In this unit, we learn how to talk about clothes, how to give praise and the letters O, P and Q. If you can do it, you can say like this…

Read after me. “I can talk about clothes. I can … I can …” Can you?

T: So, let’s do some tests

(1) Every group has six letter cards. One student draws out four cards, reads the letter and writes the corresponding capital or small letter. The maximum score is 8. (每组6张字母卡。一个学生抽取4张，读并写出对应的大写或小写字母。共8分。一个学生做，其他学生监测。)

8 marks, three stars; 6~7 marks, two stars; 4~5 marks, one star; below 4marks, no star

(2) Every student draws out one picture, choose a partner, then look and say. (每个学生抽取一张图，小组内选择一个搭档，看并且说。说对并说的流利得3颗星，说对但不够流利得2颗星，说错一个词但大意说对，得1颗星，不会说没有星哦！)

Group work

T: Look at the table. “I can talk about clothes”, who got three stars? Hands up!

(教师统计得星情况)

Step 6 Homework

1 Tell your parents how many stars you got in this unit.

2 Act the cartoon story out in your family.

3 Read Story time and Cartoon time at least one time.

4 Copy the new letters three times.

Project 1 My family and friends

一、教学内容：Project 1 My family and friends

二、活动任务：

1. 制作一张有家庭成员的心形卡片。

2. 根据所制作的卡片内容，综合运用前四个单元所学的词汇，日常用语和句型等语言知识，开展综合语言实践活动。能用Hello/Hi, I’m…. This is…. He’s / She’s …He’s/ She’s my…来打招呼，并介绍自己，家人和朋友。

三、活动目标：

知识目标：

1. 根据所制作的卡片内容，综合运用前四个单元所学的词汇，日常用语和句型等语言知识，开展综合语言实践活动。能用Hello/Hi, I’m…. This is…. He’s / She’s …He’s/ She’s my…来打招呼，并介绍自己，家人和朋友。

2. 能初步听懂、会说、会读教授活动过程中拓展使用到的拓展单词和词组：heart, scissor, glue, cut out.

技能目标：

1. 能用前四个单元的词汇和句型来打招呼，并谈论自己，家人和朋友。并能根据图片拓展一些职业、形容词之类的单词。

2. 能初步听懂、会说、会读教授活动过程中使用到的拓展单词和词组：heart, scissor, glue, cut out.

情感目标：

1. 通过活动制作，讨论，展示介绍，唱歌等环节，提高学生学习英语兴趣，能乐于说英语。

2. 通过展示活动中对家人和朋友的介绍，提升学生对于身边人的关爱，能善于去分享。

四、教学重点：

1. 根据所制作的卡片内容，综合运用前四个单元所学的词汇，日常用语和句型等语言知识，开展综合语言实践活动。能用Hello/Hi, I’m…. This is…. He’s / She’s …He’s/ She’s my…来打招呼，并介绍自己，家人和朋友。

五、教学难点：

1. 能够进一步理解区分This is+名字…This is my+人称称谓…之间的区别。

2. 能够将所学的知识串联起来编成一段简短的介绍短文，用于介绍自己的家人与朋友以及自己。

六、活动准备：

1. 准备制作心形卡片所需材料：学生家长的照片或人物画、胶棒、剪刀等。（提前让学生剪好爱心和头像）

2. 复习和project有关的词汇、日常用语与句型等语言知识。

3. 按平时的座位，分组做，或以好朋友为小组，分组做。

七、活动步骤：

课前放歌： 《Finger family》《Who’s she?》

Step1. Warming up

1. Learning aims!

T: At first, let’s see our learning aims! After this lesson, we can do these things.

1. We can make a heart. 2. We can talk about your family. 3. We can talk about our friends.

2. Free talk

T: Good morning/ afternoon. /Hi./Hello/How are you? What’s your name?

S: My name is/ I’m…

T: Can you write your name on the blackboard? (同法叫两三个小朋友上讲台写。)

(学生在黑板上写，教师同时间继续)

T: Hi. Are you…?

S: Yes. I am. / No, I’m not. I’m…

T: How are you?

S: Fine/….

T: Nice to meet you.

T: This is… He’s /She’s my friend. Do you have a friend? Please introduce to me.

S: This is … He’s/ She’s my friend.

T: Nice to meet you.

（及时对板书在黑板上名字的学生批改。）

T: Let’s see! Are they right? Pay attention to the…

教师总结名字书写规律)

T: OK! Let’s see my name!

My name is Gu Yingyu. My family name is “Gu”. Pay attention to the first letter“G”.

My given name is “ Yingyu”. We must write the capital letter Y.

Attention: There’s no space between this ”g” and that ”y”. (教师手指提示)

3. Listen and do

教师发口令，学生跟做)

Stand up./ Hands up./ Hands down. Left, left, right, right, turn around, turn around, go, go, go. / Touch your nose/mouth/ left eye/ right ear…(身体部位,最后一个finger)

T：So this is one finger, how many fingers do we have?

S: Ten.

T: This is daddy finger, mummy finger… They are finger family.

4. Sing the song 《Finger family》

T: Let’s sing!

Step2 Presentation and practice

1. Introduction

T: We have our own families. Let’s see! (快速闪现照片，有个人，有全家福？)（照片停顿）

T: Who’s he/she?

(让闪到的孩子作介绍This is my…)

(教师可拓展问 What is he/she?)

S: He’s/ She/s a…

(在这个环节还可拓展 grandma，grandpa，sister，brother，uncle，aunt，cousin)

2. Say a rhyme

T: Do you love your family? Let’s say a rhyme. Now listen! (教师先示范-齐说)

Father, mother, I love you.

My mother, my mother, this is my mother. My father, my father, this is my father.

Love you, love you, I love you.

(引导齐说小诗，教师在黑板上画一个大爱心)

3.T: Look! This is a big heart. It means love. 教授heart.开火车-个人读

This is my father. This is my mother. This is me! (板书在黑板爱心上)

T: Today, I have a friend here. She has a heart too. Look, who is she?

出示Alice的照片并用This is…向学生介绍。

教授Alice 齐读、分组读

4. T:（带上Alice的名片，对学生说）Hello, everyone.

引导学生齐说Ss：Hello, Alice.

T: (教师模仿说)Hello, I’m Alice. This is my father. This is my mother. This is me.

Now you’re Alice. Who wants to talk about your family?

S: (让学生戴身份牌说) Hello , I'm Alice .This is ...

5. T: Open your books and turn to page 30. Read after the tape.（跟读课文）

6. T: Here is another boy. What’s his name?

S: Tom.

T: Who can read it for us? (让一个学生读Tom的介绍).Now read after the tape.(播放另一段课文录音)

Step2. My family

1. T: We have a heart in our book, too. Let’s review how to make a heart.

T: First, we can use the scissor to cut out the heart.

拓展教授scissor （教师出示剪刀教授） 跟读，开小火车读

教授cut out (教师边剪爱心边教授) 跟读，个人读

T: Second, we can draw our family or gule the photo on the heart. 教授glue 跟读

T: We have cut out the heart, right? Show me, please. (找三类型学生示范，完成Ticking time 第一项)

2. Show time!

T: Look, I’m Alice. This is my heart. This is my mother. This is my father. This is me.

Let's talk about our family. We can use these sentences.（教师拿Alice的爱心示范）

Hello/Hi. I’m…

This is my... He is a...

This is my... She is a...

This is me!

T: Four students one group. Talk about your family in your group.

Who wants to have a try? Talk about your family to the whole class.

(分层让几个学生介绍，可以在小组说，也可以在大家面前展示。找三类型学生，并且完成 Ticking time 第二项）

Step3. My friends

1. T: For us, family is very important. We love our families. (教师作心状手势)

And we love our friends, too. (教师作伸出双手状) They help us. We help each other.

T: Look, Tom and Gu Yingyu are Alice’s friends. So we can write the names on the hands. (教师示范，并再次强调名字的书写规则)

You can do it now.

2. T: Hi, I’m Alice. This is Gu Yingyu. She’s my friend. This is Tom. He’s my friend too. ( 教师扮成Alice介绍)

3. T：You can work in groups. 1, 2, go! （小组准备，分组表演,可投影展示。）

S：Hi. I'm . ..This is ...He/She is my friend. This is ... He/She is my friend too.

T：Who is her/ his friend? XXX, come to the front.

(将介绍过的学生爱心贴在黑板上，表演后把学生制作的心形的卡贴在黑板上，找到朋友黏贴在一起，越贴越多, 并制作成手拉手的形状。完成Ticking time第三项）

Step4. Consolidation

1. T: You did so well. Now, I know a lot about your family and your friends.

Today, we know how to talk about my family and my friends. (揭题)

教授Project1 My family and friends.)

2. T: We love our family and friends. We are a big family. Let’s say the rhyme together!

We are friends.

We are the future.

We are a happy family.

Every one, every heart,

Everyday is wonderful.

. Sing the song!

T：All the boys and girls, stand up! Let’s sing hand in hand, heart to heart.

歌词：

We are friends.

We are the future.

We are a happy family.

手拉手心相依 我们永远是朋友

Every one, every heart,

Everyday is wonderful.

肩并肩向前走 未来明天到永久

Step5.Homework

1. Show and talk about your heart to your parents and friends.

向你的父母和朋友们展示并说说你的心形作品。

Step 6. Ticking time

T: Well done. Now, it’s ticking time. Look at this heart, it’s so beautiful. I love it very much. If you can do this one, you can get three stars. Look at this one. I like it. If you can do this one, you can get two stars. Let’s see this heart. Er, not so good. If you do like this, you can only get one star.

(让同学介绍，分三个档次 介绍家人，介绍朋友，相同方法进行打分)

板书：

Project1 My family and frieds

（学生作品“手拉手，爱心墙”展示）

Unit6 Colours

第一课时

一、教学目标：

1.能初步听懂、会拼读、会写单词： red, yellow, green,orange

2.能初步听懂What colour is the/my/your…,并且能用It’s来回答。

3.进一步巩固Look at the/my/your…和表达赞扬的话

4.培养学生听说读写的英语综合运用能力

二、教学重点：

1.能初步听懂、会拼读、会写单词：red, yellow, green,orange 2.能初步听懂What colour is the/my/your…,并且能用It’s来回答。

三、教学难点：

1.能初步听懂、会拼读、会写单词red, yellow, green,orange 2.能初步听懂What colour is the/my/your…,并且能用It’s来回答。

四、教学准备：

挂图，卡片，PPT

五、教学过程

Step 1 Greeting

1.Greeting

T: Good morning/afternoon, class. How are you?

S: I’m fine(well/good),thank you.

2.Say rhymes

T: I like English. Do you like English?

S: Yes I do.

T：Let’ say some rhymes to begin our class.

Let’s learn A cat and a dog

Five little monkeys Are you Mike?

通过这两首小诗让学生进入课堂学习气氛中。如果学生已经忘记了可以适当的提醒或者是跟老师一起说。

Step 2 Warm up and prensention

1.Free talk

T: Hello, class. How are you?

S: I’m fine(well/good),thank you.

T: I like monkeys. What do you like?

S: I like pandas(lions/foxes/cats…)

T: They are lovely/cute.(对学生的回答做出相应的回答)

T：I like spring. Do you like winter?

S: Yes, I do./No, I don’t. I like…

T: I like spring. Because it’s green.

2.教授单词green， 并且导题

a.教师出示春天的图片，并出示单词green

教读单词green,注意渗透ee的读音/i:/

green, tree, bee

教读句子（让学生自己试着去读）：Spring is green. The trees are green. The bees are dancing .

b.导题

T：I like spring. I like green.

There are many colours in different seasons. I love these colours. Let’s learn them. Today we’ll learn Unit 6 Colours.

教师出示课题Unit 6 Colours

T：Please read with me “colours”.

并且拼读课题colours.

3.教授课文Story time

a.教师出示Yang Ling的图片

T：Hello, boys and girls. Look at this girl. Who’s she?

S: She’s Yang Ling.

T: Look at Yang Ling. She’s giving a magic show.

Look at her skirt.

S: It’ nice.\It’s great.\How nice.\Great.

复习第五单元赞扬别人的对话。

b.看动画，回答问题,教授句型和单词

T:Let’s watch Yang Ling’s magic show. Before we watch it, I want to give you a question.

给学生问题：What colour is Yang Ling’s skirt at the beginning（在开始）？

It’s .

教师出示What colour,并且教读

T：Please read with Miss Zhang.

（这个句型是本课的重点，所以提前处理）

学生看动画，看完动画后教师再出示问题，让学生试着回答问题

T：Do you catch the answer? What colour is Yang Ling’s skirt at the beginning（在开始）？

S:It’s orange .

(2)教师出示单词orange,并且教读

T：Look,it’s orange.

小组拼读单词

开火车拼读单词

全班说句子：It’s orange.

教师出示橙色的物品的图片，让学生造句：Look at the…It’s orange.

反复说orange，在无形中巩固第一幅图的课文内容。

思考题：Which season is orange?

is orange.

（3）听录音，回答问题，巩固green

T:Yang Ling has question.Can you answer it?

教师出示Yang Ling 和问题：

What colour is my skirt now?

教师出示now,并且教授单词

T：Who can try?

读单词：个别读，小组读

教师出示句子：What colour is my skirt now?

读句子：个别读，小组读，全班读

T：Now, let’s listen to the tape

T: Do you have the answer now?

S:It’s green.

Learning tips:

There are many things with the word‘green’

Can you read them?

green card 绿卡 green-eyed 眼红、嫉妒

green hand 新手

（3）看图，回答问题

T：What colour is it now?

S:It’s red\yellow.

有的学生想不到把这两个颜色用and连接

Learning tips:

red and yellow 红黄相间

a色+b色 ab相间

Some words with red

red sky 彩霞 a yellow dog 忘恩负义的人

出示国旗：

Our national flag :

The stars are yellow,the flag is red.

（4）跟录音读课文

T：Let’s read after the tape.

让学生跟读录音。

(5)一起读课文

T：Let’s read it togther.

(6)Finish the exercises

出示课文图片

Look at my skirt. What colour is my skirt now?

It’s orange. It’s green.

What colour is it now? It’s red and yellow.

每组读一幅图课文，再全班一起读。

Step 3 Consolidation

1.出示句型：

A: Look at the…

B: It’ nice.\It’s great.\How nice.\Great.

A: What colour is the…

B: It’s…

多出示不同的类别的不同颜色的图案，让学生进行对话练习

2.再次读课文

Step 4 Homework

Read the dialogue after class

Find the things:red green yellow orange

六、板书设计

Unit 6 Colours

A: Look at the…

B: It’ nice.\It’s great.\How nice.\Great. green orange

A: What colour is the… red yellow

B: It’s…

第二课时

一、教学目标：

1.能熟练地听懂、会拼读、会写单词： red, yellow, green,orange。能初步听懂、会拼读、会写单词black, blue, brown,white

2.能熟练运用日常交际用语What colour is the/my/your…来并且能用It’s来回答。

3.能初步听懂、会唱歌曲：Colour song

二、教学重点：

1.能熟练地听懂、会拼读、会写单词： red, yellow, green,orange。能初步听懂、会拼读、会写单词black, blue, brown,white

2.能熟练听懂What colour is the/my/your…,并且能用It’s来回答。

3.能初步听懂、会唱歌曲：Colour song

三、教学难点：

1.能初步听懂、会拼读、会写单词black, blue, brown,white

2.能初步听懂、会唱歌曲：Colour song

四、教学准备：

挂图，卡片，PPT，录音机

五、教学过程

Step 1 Greeting and warm up

1.Greeting

T: Good morning/afternoon, class. How are you?

S: I’m fine(well/good),thank you.

2.Warm up

a.复习上节课的单词和重点句型

教师出示不同颜色的物品，让学生说颜色red, yellow, green,orange

T:Last lesson,we learnt some colours.Let’s review them.

教师先出示颜色单词，拼读单词

教师再出示句型：What colour is it?

让学生回答问题：It’s…

两组问，两组答。

T：What colour is it?

（1）教师出示绿色的树

T:What colour is the tree?

S:It’s green.

教师出示一些绿色的物品，让学生做对话：

What colour is the…

It’s green.

T:Which season is green?

S:It’s spring.

T:Let’s say a rhyme.

Spring is green.

The trees are green.

The bees are dancing .

I like green.

（2）教师出示橙色的物品

例如出示一件橙色的外套

T:What colour is the coat?

S:It’s orange.

生生之间对话练习。

T：Which season is orange?

It’s autumn.

利用颜色都可以说一个Rhyme

Orange,orange.

It’s orange.

Autumn is orange.

I like orange.

(3)巩固red

T：Look at this colour.So hot!(教师做出扇风)

Can you guess which season is red?

S：It’s summer.

T:Yes.Summer is so hot.Summer is red.

Let’s say a rhyme.

Summer is so hot.

Summer is red.

I like red.

(4)巩固yellow

教师出示中国国旗：

T：What colour are the stars?

S:They are yellow.(如果学生不会说可以提醒)

T:Lets’s a rhyme.

Yellow,yellow.

I like yellow.

The stars are yellow.

I love China.(学生不会读China,可以教读)

Step 2 Presentation

1.Review-Story time

T:I love these colours.Do you like the

colours,too?

S:Yes,I do.

教师出示人物图片： Liu Tao, Wang Bing, Su Hai,Yang Ling.

T:Who’s he/she?

S:He’s/She’s…He’s/She’s my friend.

最后出示Yang Ling.

T:Yang Ling is giving a magic show.

(1)Read Story time

T:Now,let’s read after the tape / together.

跟读录音，纠正语音语调。

(2)角色扮演

利用光盘上的功能进行角色扮演。

(3)Retell-Story time

Yang Ling is wearing（穿着） a nice skirt.It’s orange .First(首先),the colour turns(变成) to green .At last（最后）, the colour turns(变成) to red and yellow .

教师出示wearing，并且教读

T:What colour are you wearing today?

教师出示today，并且教读

S:(colours)

2.Learning the song-Colour song

a.Watch the song

b.Explain the sentences

c.Sing with the teacher

d.Sing together

3.教授新单词： white ，black, brown， blue

a.教授单词white

(教师出示春夏秋季节的的图片)

T:Look,spring is green.Summer is red. Autumn is orange.What colour is winter?

S:It’s white.

(1)教师出示单词white,并且教读

(2)教师出示白色的物品图片,work is pairs.

T：What colour is the…?

S:It’s white.

flower duck toy bear chair

(3)Say a rhyme

T：Let’s say a rhyme.

White, white.

I like white.

White, white.

Winter is white.

b.教授单词：black

T：Now,I have a question.

出示panda的图片：What colour is the panda?

S：It’s white and black.

(1)教师出示单词black，并且教读单词

(2)教师出示黑色的物品的图片，work in pairs.

jeep skirt

(3)教师出示斑马的图片：

T: What colour is the zebra?

S：It’s white and black.

(4)Say a rhyme

T:I have a rhyme here.Please look at the rhyme.Can you read it?

Black,black.

The panda is white and black.

Black, black.

The zebra is white and black.

c.教授单词brown和blue

(1)教授单词brown

Brain storm

让学生猜猜怎么调出棕色

T: ：____+______=brown

black green

教师出示单词brown，并且教读

多种方法操练brown

教师出示各种棕色的图片，work in pairs

What colour is the …?

It’s brown.

（2）教授单词blue

T：There are three-primary colours.

教师出示RYB，让学生猜包含哪几种颜色

R：red Y:? B:?

教师出示单词blue,并且教授

Step 3 Consolidation

出示颜色图片和单词

R：red Y:yellow B:blue

red+ yellow =orange

blue+yellow =green

red+yellow+blue=black

Summmary

出示本课所有的重点，一起读。总结本课所学的内容，让学生知道需要掌握哪些内容。

Step 4 Homework

1.Sing the song after class.

2.Copy the words after class

3.Recite Story time

六、板书设计

Unit 6 Colours

green orange red yellow

A:Whatcolour is the…

white black

B:It’s… brown blue

七、教学反思：

第三课时

教学内容

巩固Cartoon time的内容，显瘦Letter Time 和 Song Time

教学目标：

1.能熟练地听懂、会读、会说、会拼写black、blue、brown、green、orange、red、white、yellow 8个颜色类单词

2.能准确使用Look at my… It’s …. What colour is my …? It’s …

3.正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，在教师的引导和训练下，养成良好的阅读习惯。

教学重点：

1.能熟练地听懂、会读、会说、会拼写black、blue、brown、green、orange、red、white、yellow 8个颜色类单词

2.能准确使用Look at my… It’s …. What colour is my …? It’s …

3.正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，在教师的引导和训练下，养成良好的阅读习惯。

四、教学难点：

正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，在教师的引导和训练下，养成良好的阅读习惯。

五、教学准备：

PPT，录音机

六、教学过程：

Step 1 Greeting

1.Greeting

T: Good morning/afternoon, class. How are you?

S: I’m fine(well/good),thank you.

2.Say a rhyme and sing a song

Nice clothes Colour song

3.Free talk

T:I like white.What colour do you like?

S:I like…

Step 2 Warm up

1.复习颜色

a.让学生用多媒体来给黑白的彩虹涂色，复习颜色black,white,red,orange,yellow,green,blue

T:Look ,here is the rainbow.What colour is this rainbow now?（PPT出示句型和单词rainbow）

S：It’s black and white.

教师出示单词black and white.

but,there are some colours missing? Can you find the colours.

让学生用多媒体来给黑白的彩虹涂色,并且出示单词red,orange,yellow,green,blue

b.复习单词brown

T：Do we need brown?

直接出示单词brown，并且拼读

2.复习Story time

a.导入

T:The colours are in our life everywhere.I like these colours.Look,our clothes are so colourful.

Look at my skirt.My skirt is black.

教师出示Look at my…(服饰) My…(服饰)is…(颜色)

并且读句型。然后让学生根据自己的服饰进行练习。

b.Yang Ling is giving us a magic show.Let’s read it togrther.

跟录音读，全班读。

3.Cartoon time.

a.介绍故事人物

T：Loo,our friends are coming.Who are they?

S:They are（学生不会说就提醒）Bobby and Sam.

b.故事情节介绍

T:They are gonging shopping.

出示问题：What shop is it?(它是什么店)

Let’s watch the cartoon together.(看动画)

T(再次出示问题): What shop is it?

Ss: It’s an egg shop.

T(出示鸡蛋)：Look ,this is an egg.

教师出示egg，教读单词。

(1)Read one by one

(2)Read together

(3)Read with the teaacher

b.对话单词和句子的理解

T：What is Sam asking(问)?

再看动画，然后出示句型：Would you like …?

解释并且教读句型

T：What is the cock saying?

Learning tips: or

出示单词or,解释并且教读单词（两者以上的选择才能用or）

c.让学生说说这个故事的幽默点是什么？

d.Read after the tape

e.Read together.

f.Retell

In the (morning/afternoon/evening),Bobby

and Sam are going to an/a (egg/clothes)

shop. Bobby like an egg. The cock(公鸡) ask them which(哪一种) （colours/shapes<形状>）of the eggs they would like? How interesting(有趣) the shop is!

让学生试着跟老师读这段文字，让学生学会复述故事，不会说的也可以尝试用汉语去说。

Step 3 Homework

1.Read Cartoon time after class

2.Try to tell the story time to your parents

七、板书设计

Unit 6 Colours

green orange

red yellow

A: What colour is the… white black

B: It’s… brown blue

第四课时

一、教学目标：

1.能熟练地听懂、会读、会说、会拼写black、blue、brown、green、orange、red、white、yellow 8个颜色类单词

2.能准确使用Look at my… It’s …. What colour is my …? It’s …

3. 能熟练掌握字母Rr Ss Tt的听说读写能力

4.熟练地诵读歌谣“Colour song”

5.通过练习进一步提高学生对于本单元重点知识的综合运用能力

二、教学重点：

1.能熟练地听懂、会读、会说、会拼写black、blue、brown、green、orange、red、white、yellow 8个颜色类单词

2.能准确使用Look at my… It’s …. What colour is my …? It’s …

3.能熟练掌握字母Rr Ss Tt的听说读写能力

三、教学难点：

通过练习进一步提高学生对于本单元重点知识的综合运用能力

四、教学准备：

挂图，卡片，PPT，录音机

五、教学过程

Step 1 Greeting

1.Greeting

T: Good morning/afternoon, class. How are you?

S: I’m fine(well/good),thank you.

2.Say rhymes and sing songs

a.Zip,zip,zip 通过这两首小诗让学生

b.Put on your coat

c.Nice clothes 回忆所学的服装类单词。

c.Look at the moon 通过这两首小诗复习句型

d.My lovely doll Look at…和What can you

see?为接下来的复习做准备。

Step 2 Warm up

1.Play a game——Puzzles

(1)There are some clothes .Can you find them.

在方框中找出相应的单词，并且拼写完整。

skirt T-shirt cap jacket

1. skirt 2. T-shirt

3. cap 4. jacket

2.I’m a good painter!

What is RYB?

R red Y yellow B blue

What is RGB?

R red G green B blue

分别出示单词red ,yellow, blue,green，并且拼读单词。

通过这一环节，让学生再次复习颜色，增加颜色单词复习的趣味性。

blue+yellow = green

red+ yellow = orange

red+yellow+blue=black

分别出示单词：orange black，并且拼读单词。

(4)Brain storm

Why can’t the pandas take photos?

分别出示单词black和white,并且拼读单词。

3.直接出示brown,并且拼读单词

T：They are all clours. I have another colour here.It’s the chocolates colour.What colour is this chocolate?

教师出示What colour is this …?

学生跟读

Ss:It’s brown.

直接出示brown,并且拼读单词,注意渗透ow组合发音

4.Checkout time

T：Open your books.Please turn to Page 43.

Listen to the tape.Try to colour and say,please.

教师出示句型This is a

It’s …

5.Play a game----Fun time

T:Let’s have a fun.Look,this is a big turntable.

教师出示光盘

T：There are four clothes.What’s this?

Ss:It’s a …

巩固this这个单词。

T：The hand will go around the turntable.When it stops,please try to ansewer Miss Zhang’s question.

教师出示转盘问题,再次出示句型：What colour is

this…?

eg:

S1: What colour is this T-shirt?

S2：It’s red.

个别对话连词后，可以男生女生进行对话，可以邀请学生来操作大转盘，提高学生参与课堂的积极性。

6.Sing a song----Colour song.

7.Letters learning.

结束完歌曲演唱后，比比那一组字母听得妙，记得牢，写得好。

听写字母

b.写出字母左邻右舍